Research in Exprimental Science Education
Year:2021 | Volume:1 | Issue:1|Papers Count:8

This study aimed to investigate the effect of micro-learning on students' learning level. In this study, two groups of ninth grade students of Imam Reza Non-Profit High School in Mashhad were studied. One group of students received traditional education and the other group received physics lessons using micro-learning (educational clips, gifs, cartoons, games, short stories, book summaries). The number of students in each group was ten. Then, after two weeks, students were tested and the test results were compared. According to the results, education using micro-learning improved the level of students' learning and students who received micro-learning education showed better results than students who received traditional education. Also, poor grades were observed in students who benefited from traditional learning more than students who benefited from micro-learning. The results show that education using micro-learning has improved the level of students' learning.

Construction of knowledge based on the individual’ s experience of the world is one of the applications of generative learning. Generative learning model is a constructivist learning model where knowledge is created through student experiences and interactions. This learning model is centered on integrating new knowledge with the initial knowledge students have in active learning. The application of generative learning in physics learning can improve student learning outcomes, understanding of physics concepts, generic science skills, and able to reduce student misconceptions. This research aims to study the recent researches and the advantages/disadvantages of generative learning in the physics learning process. The obtained results indicate that the generative learning model in physics learning include students being more active creatively and critically in developing the knowledge obtained. Students are able to discover phenomena and solve problems. Using a virtual lab and other related software in these corona conditions eliminates problems such as lack of time to perform a real test and inaccurate testing due to technical or environmental conditions. The method of research is library research in which the recent results of research were collected.

The purpose of this study was to investigate and evaluate the effect of using physics experiment simulations on students 'learning and performance so that the extent of this effect on students' performance speed and grades can be examined. This research is applied in terms of purpose and the research method is causal (experimental). The statistical population of the study includes all 11th year students of Effat school (N=45) in Ardabil province in the academic year of 2019-2020. The research is based on data collected from students’ performance time and their scores on 5 simulated experiments. Data were analyzed using SPSS software. One-way analysis of variance and Bonferroni test were used to analyze the data. Findings show that according to the results of one-way analysis of variance and its significance level and Bonferroni test to determine the effectiveness of groups, the use of simulators in each of the components of performance speed and grades is very effective, so simulators can be used to learn and teach students better.

The purpose of this study was to investigate the effectiveness of Inquiry-Based Learning (IBL) as a global model in virtual education in increasing eighth grade students' learning of light-related concepts. The design was quantitative, quasi-experimental and single group. The statistical population of the study included all eighth-grade students of Robat Karim city in the academic year of 2020-2021. The randomly selected study sample included 30 eighth grade students from a public school by cluster sampling. Students' performance was measured by a researcher-made test with appropriate validity and reliability in the pre-test and post-test design. The results in terms of descriptive statistical indicators such as the table of mean scores as well as the parametric t-test for correlated groups show that the Inquiry-Based Learning (IBL) model significantly increases students' learning and on the other hand, it reduces the dependence only on the physical presence of the teacher and even the teacher's booklet. In this model, sometimes teaching starts with just one question and the students' minds are activated to answer that question and learning starts from this point. In the Covid-19 era, when students are at home, نشریه ی پژوهش در آموزش علوم تجرب ی سال نخست، شماره ی یک، 1044 they will have an active and curious mind so they can confidently talk about light concepts, explain and even extend the concepts of light to other concepts.

In this paper we study the effect of using nature of science on the worldview and scientific knowledge of students in the course of modern physics. During this research, students of experimental group in the new physics course learnt topics such as cultural and social effects on physicists, the stages of achieving scientific rules, and the variability of science by comparison classical physics versus new physics, in addition to the course content. This is an applied quasi-experimental study which was done on two groups of students. The experiment group received the course of modern physics through using nature of science approach and the control group received it routinely. Pre-test and post-test were used to measure and compare the level of scientific worldview and scientific knowledge of students. Finally, it was found that in addition to changing the scientific worldview of the students in the experimental group, their scientific knowledge in the new physics course was more than the control group.

Understanding the similarities and differences between three approaches of learning theories including behaviorism, cognitivism and constructivism from the perspective of Schunk is the main aims of this article. The connection between the lesson plan and the learning theories has always been very important. In this paper, three theories of behaviorism, cognitivism and constructivism are examined from the perspective of Schunk, and the application of any theory in the teaching of the sciences is mentioned by the samples of the lesson plans. The data collection method was document analysis. This research showed that from the perspective of Schunk, each theory explains and describes learning from a particular point of view, though despite similarities, each one emphasizes and pays attention to different points. For example, the three theories point on the pre-knowledge as one of effective factors of learning, but the constructivism pays more attention on this factor. The teachers should use these theories based on the content they are going to teach. For example, the behaviorism theory is more suitable for the contents which learners has no (or less) pre-knowledge and the cognitivism and constructivism are more suitable for teaching the abstract contents of mathematics or physics.

The purpose of this study is to investigate the strengths and weaknesses of education during the coronavirus outbreak when real training is not possible. The statistical population of the study was all students of girls' schools in District 5 of Tehran in the academic year of 2020 in all educational levels with 67, 000 students. The sample size was selected by Cochran relation and 0. 068 error and 207 students were selected by stratified random sampling method. The present research was conducted by descriptive method, and the research tool was a researcher-made questionnaire in the second half of the 2020 academic year. The validity of the questionnaire was confirmed by experts and the reliability of the questionnaire was confirmed by pilot test and calculation of Cronbach's alpha coefficient of 0. 816. The results of this study showed that about 70% of the virtual education of girls' schools in District 5 of Tehran was in the form of simultaneous education with the effective presence of about 76% of students. Also, the quality of e-learning was very good due to the simultaneous use of synchronous and asynchronous e-learning tools by teachers to achieve educational goals, and encouraged students to learn and actively participate.

In the present study, with the aim of investigating the effect of teaching mathematics, advanced organizers on the academic achievement of physics and examining the shortcomings of mathematics textbooks for teaching the prerequisites for the learning of physics concepts, common mathematical miss-understandings in solving physics problems were identified. The appropriate content education were perfoprmed in a period of nine remedial sessions and students' essential math problems were analysed. A pre-test-post-test design was used to test the effect of the treatment (teaching mathematic advanced organizers) on academic achievement in physics by a paired sample t-test. The research population is all female students in the 10th and 11th grades of the secondary school in the city of Bajestan in the academic year of 2020, and the sample was 32 students of experimental sciences selected by multi-stage cluster random sampling method. The results of data analysis showed a significant difference between pre-test and post-test scores of the experimental group.